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Metacognitive Knowledge in Secondary School Students : Assessment, Structure, and Developmental Change
Schneider, Wolfgang; Lingel, Klaus; Artelt, Cordula; u. a. (2017): Metacognitive Knowledge in Secondary School Students : Assessment, Structure, and Developmental Change, in: Detlev Leutner, Jens Fleischer, Juliane Grünkorn, u. a. (Hrsg.), Competence Assessment in Education : Research, Models and Instruments, Methodology of Educational Measurement and Assessment., Cham: Springer International Publishing, S. 285–302, doi: 10.1007/978-3-319-50030-0.
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Title of the compilation:
Competence Assessment in Education : Research, Models and Instruments, Methodology of Educational Measurement and Assessment.
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Year of publication:
2017
Pages:
ISBN:
978-3-319-50028-7
Language:
English
Abstract:
Abstract The construct of metacognitive knowledge—that is knowledge on cognitive processes, was established as a determinant of cognitive development in the 1970s. Early research focused on the domain of memory development in pre- and primary school children. While research activities on metacognition have diversified over time, some core issues in the assessment, structure, and development of metacognitive knowledge still remain unresolved: (1) How can metacognitive knowledge be assessed? (2) How does metacognitive knowledge develop in secondary school? (3) Is metacognitive knowledge domain-specific or domain-general? (4) To what extent are developmental changes in metacognitive knowledge and achievement interrelated? We addressed these research questions within our longitudinal research project on the development of knowledge components. Our database included 928 German students who were tested on six measurement points (from Grades 5 to 9). The focus of the longitudinal study was on the assessment of metacognitive knowledge, as well as achievement in mathematics, reading comprehension, English as a foreign language, and the changes in these variables over time. In this chapter, the main results on these four research questions are presented, after a brief description of the historical research background. The results of the last assessment period are given special emphasis.
Keywords: ; ; ; ;
Metacognitive knowledge
Domain-specific knowledge
Longitudinal study
Reading skills
Mathematics
Type:
Contribution to an Articlecollection
Activation date:
May 10, 2017
Permalink
https://fis.uni-bamberg.de/handle/uniba/41910